3. Summarizes the teacher’s
responsibilities
timing
oral practice
revision
adjusment to special needs of individuals
testing
developming language activitis other
than those arising from the text book
5. Procedure
pronunciation
revision
presentation of new structure or
vocubulary
oral practice
reading of material on the new structure
or written exercises
6. Conclusion
The essential features of SLT are seen in the “P-P-P” lesson model that
thousands of teachers who studied for the RSA/Cambridge Certificate in
TEFL were required to master in the 1980s and early 1990s, with a lesson
having three phases: presentation (introduction of a new teaching item in
context), Practice (controlled practice of the item), and Production (a freer
practice phase) (Willis and Willis 1996). In the mid-1960s, however, the
view of language, language learning, and language teaching underlying
Situstionsl Language Teaching was called into question. We discuss this
reaction and how it led to Communicative Language Teaching in Chapter
14. But because the principles of Situation Language Teaching, with its
strong emphasis on oral practice, grammar, and sentence patterns,
conform to the intuitions of many language teachers and offer a practical
methodology suted to countries where national EFL/ESL syllabuses